The Effect of Using Cooperative Learning in L2 Writing Class: a Quasi-Experimental Study

Abstract

Abstract The study endeavored (1) to assess the effect of using cooperative learning on EFL students’ over all writing performance (2) to assess which writing aspect (fluency, accuracy or complexity) was developed as a result of cooperative learning. Nine grade 9 students (453 students) were the total population. The researcher selected 2 section students using the purposive sampling technique. To label the control and experimental groups, simple lottery sampling was used. The treatment was given for11weeks (two hours per week). Data was gathered using a writing test. T-test (both independent and paired samples T-test) was employed as a statistical tool of analysis. The result of the study showed that the experimental group of students overall writing post-test result was greater than their pre-test result and that of the control group’s post-test results. In addition, their post-test mean score was greater than their pre-test means scores, and that of the control group’s post-test results in fluency and accuracy but not in complexity. Finally, it was concluded that using the cooperative learning method is better to improve EFL students’ overall writing performance. Judicious and cautious employment of cooperative learning during writing was suggested as a pedagogical implication.